KKHS Mathematics with Calculus Programme

Unit #4

page 1

Apply the algebra of Complex Numbers in solving problems

This is an extension of algebraic skills and technique; they are needed to efficiently express mathematical ideas in many other areas.
Objectives:
M8-7 Form and use polynomial and other non-linear equations
M8-9 Manipulate complex numbers and present them graphically
References: Delta Maths (2nd Ed) Chapters 1, 2, 3 and 26 32

Nulake Calculus Workbook Complex Numbers 3.5

Homework: for each hour in class, about an hour more is needed to effectively 3ractice and process the work from that lesson, in readiness
for the next one. If you are having difficulty with something related to a lesson DO SOMETHING about it straight away.
Lesson

12
Plus
homework
time

Details
Quadratic Functions Review
Expanding brackets each term in one bracket, multiplies each term in the other bracket.
Where there are more than two brackets, expand them, two at a time.
At each step, collect the like terms together, i.e. simplify
Remember the perfect squares:
(a + b)2 = (a + b)(a + b) = a2 + 2ab + b2
(a b) 2 = (a b)(a b) = a2 2ab + b2
and the difference of two squares
a2 b2 = (a b)(a + b)
and the convention of writing
sinx . sinx or (sinx)2 as sin2x
Factorising - taking out a common factor e.g. ax + bx = x(a + b)
- grouping first, then finding a common factor e.g. ax +bx + ay +by
= x(a + b) + y(a + b)
= (x + y)(a + b)
- factorizing quadratic expressions: X2 + BX + C Remember that:
B is the sum of the numbers in the brackets
and that C is the product of the numbers in the brackets
- to factorise: AX2 + BX + C guess and check the possible combinations of:
A-factors with C-factors, so that they add to give B
Solving Quadratic Equations: - rearrange, so that the RHS = 0
- factorise first wherever possible; if not use GC
- be able to use the formula and to complete the square
Use the properties of the discriminant, b2 4ac:
b2 4ac > 0 two distinct solutions
b2 4ac = 0 one solution
b2 4ac < 0 no real solutions
If b2 4ac is a perfect square, then the two solutions are rational

Delta(2)

Nulake Workbook

Ex 1.2
[Ex 1.3]

Quadratic Equations
Solving by factorizing:
Read pages
2-4
Follow any worked
examples and do
questions #1 - 24

Ex 1.4
Ex 1.5
Ex 1.6
Ex 1.7
Ex 1.8
Ex 1.9
Ex 1.10
[Ex1.11]
Ex 1.12
Ex 1.13
Ex 29.1
to
Ex 29.5

Completing the
square
Read page 6
Follow any worked
examples and do
questions #25 - 48
The quadratic
formula
Read pages
9 - 10
Follow any worked
examples and do
questions
#49 - 62

For Excellence: be able to do proofs, like the quadratic formula.

The Remainder and Factor Theorems
These theorems are based on the concept of Division in our number system.

Quotient
Divisor Dividend Re mainder
Rearranged, this becomes:
Dividend = Divisor x Quotient + Remainder
3-4
plus
homework
time

e.g.

34
25 864 14

e.g. 864 = 25 x 34 + 14

Q( x)
x a P ( x) R

For polynomials, this is:

or P(x) = (x a).Q(x) + R
Using P(x) = (x a).Q(x) + R ,
when x = a, we get: P(a) = (a a).Q(a) + R
= 0 . Q(a) + R
= R this result is The Remainder Theorem
If P(a) = 0, (x a) must be a factor as R = 0 The Factor Theorem
To Factorise Polynomial Expressions: use a values in the remainder theorem, where
a is a factor of the constant term in polynomial P(x). Whenever P(a) = 0, we know that (xa) must be a factor of P(x). Long division can speed up the process of finding the rest of the
factors.
Solving Cubic equations use the factor theorem to find at least one factor, then use
algebraic long division if necessary.

Ex 26.1
Ex 26.2
Ex 26.3

The Remainder and

Factor theorems
Read pages
12 - 13
Follow any worked
examples and do
questions
#63 - 80
Solving Cubic
equations
Read pages
15 - 17
Follow any worked
examples and do
questions
#81 - 100

KKHS Mathematics with Calculus Programme

Unit #4
Lesson

page 2

Apply the algebra of Complex Numbers in solving problems continued

Details

Delta(2)

Nulake Workbook

Solving Exponential and Logarithmic Equations

Know and use the features of their graphs: x and y intercepts, asymptotes, discontinuities
when solving problems involving these functions.
They are closely related in that one is the inverse of the other.
y = 2x
means: y equals 2 to the power of x
y = log2x means y is the power that 2 would have to be raised to, to be equal to x.
Re-write equations, changing from log to exponential form and vice versa, using the rules for
working with exponents and logarithms, in order to solve equations in particular situations.
Rules for working with Exponents (these are NOT on the formula sheet for Level 3)
1. am x an = am+n
2. (am)n = amn

5
plus
homework
time

am
amn
n
3. a
1
n
4. a-n = a
1

5. a = a
6. a0 = 1
Rules for working with Logarithms (these are NOT on the formula sheet for Level 3)

Ex 2.7
Ex 2.8
Ex 2.9

Exponential and log

equations
Read pages
20 - 24
Follow any worked
examples and do
questions
#101 - 148

If N = BP then logbN = P, so the rules for logarithms are similar to those for exponents.
1.

log(AB) = logA + logB log(product) add logs of the factors

2.

log(AB) = logA - logB

log(quotient) subtract logs of the factors

3.

log(An) = nlogA

log(power of a number) multiply: power xlog(number)

4. log(

n A

)=

logA
n

log(root of a number) divide log(number) by

root
Solving Index (exponential) Equations
Isolate the term with the index (power or exponent)
Take logs of the whole of each side of the equation
Use rules of logs to rearrange and simplify
Isolate x in the usual way
Solving Rational equations
1.

The best first step is usually to get rid of denominators. Do this by:

multiplying each term on both sides, by each denominator.

2.
3.
5
plus
homework
time

Collect like terms as usual, rearranging them as needed to solve that type of
equation.
Solve the equation

Solving Irrational equations

1.
2.
3.
4.
5.
6.
7.

Isolate the surd expression on one side of the equation

Square both sides of the equation
If a surd term still exists, isolate it again and square both sides again.
Solve the equation when the surd has been removed.
Check any potential solutions by substituting them back in the original equation.
The squaring process often introduces an invalid (extraneous) solution, which
does not satisfy the original equation. It should be discarded.
Clearly state the final solution(s) after checking them carefully!

Rational equations
Read pages
26 - 27
Follow any worked
examples and do
questions
#149 - 158
Irrational equations
Read pages
29 - 30
Follow any worked
examples and do
questions
#159 - 174

KKHS Mathematics with Calculus Programme

Unit #4

page 3

Apply the algebra of Complex Numbers in solving problems continued

Rules for Working with surds

x means the positive square root of x

a b = a x b e.g. 25 x 4 =
a2 = a
a
b

25 x

4 = 5 x 2 = 10

52 = 5

e.g.

36
16 =

a
b

36
16

=
e.g.
=
Every positive number has TWO square roots:
eg. 32 = 9 and ( -3)2 = 9, so the square roots of 9 are 3 and 3.
6
plus
homework
time

The square root of 0 is 0

There are NO square roots of negative numbers.
Surds It is usual practice to write these WITHOUT surd denominators.

Level 1
and 2
Revision
Ex 1.1

a b
b

b
b
b is rationalised, thus: b
b c a b c
a
a
a

2
b c b c bc
b c is rationalised, thus: b c

The surd-denominator is multiplied by the conjugate surd and uses the factors
involved in the difference of two squares

This
chapter
is
important
for extra
practice!

Surds
Read pages
33 - 34
Follow any
worked examples
and do questions
#175 - 194

Ex 28.1
Ex 28.2
Ex 28.3
Ex 28.4
Ex 28.5
Ex 28.6

Complex Numbers
Complex numbers have 2 parts: a REAL part and an IMAGINARY part.
2
Imofa the
b -Definition
+ biimaginary number, i i = -1, so i =
Rectangular form: a + bi
Polar form: rcos + isin or simply rcis

This
chapter
is very,
very
important
for extra
practice!

| aArgand diagram
a This gives a 2-D representation of a complex number.
Re

7-8
plus
homework
time

Complex number arithmetic

Addition
(a + bi ) + (c + di ) = (a + c) + (b + d) i
Subtraction
(a + bi ) - (c + di ) = (a - c) + (b - d) i
Multiplication
(a + bi ) (c + di ) = ac bd + (ad + bc)i
n(a + bi) = an + bni
Complex Conjugates
a + bi and a bi are complex conjugates
The Modulus of the complex number a + bi

is r =

a 2 b2

b

The Argument of the complex number a + bi is = tan-1 a

Ex 30.1
Ex 30.2
Ex 30.3
Ex 30.4
Ex 30.5
Ex 30.6
Ex 30.7
Ex 30.8

Complex number
arithmetic
Read pages
36 - 39
Follow any
worked examples
and do questions
#195 - 226

Division multiply numerator and denominator by the conjugate of the denominator:

2 3i 2 3i 2 i 1 8i

2i
2i
2 i
5
e.g.

9
plus
homework
time

Complex Roots of Polynomials

Conjugate root theorem: Complex solutions to polynomials with real coefficients occur in
conjugate pairs (a bi).
Complex solutions to quadratic equations: use quadratic formula or the graphics
calculator ; the discriminant will be negative, so use 1 = i in the solutions
Complex roots of higher order polynomials (cubic) MERIT+: use factor theorem to find

Ex 31.1
to
Ex 31.6

Complex number
arithmetic
Read pages
42 - 43 & 45 - 46
Follow any
worked examples

KKHS Mathematics with Calculus Programme

page 4

a real solution; use long division to find the quadratic factor and then solve t as for
quadratics to find the other two roots (solutions), which will be of the form a bi .
Unit #4

and do questions
#227 - 262

Apply the algebra of Complex Numbers in solving problems continued

Complex Numbers in Polar Form
Use an Argand diagram, right-angle triangle trigonometry and Pythagoras to change from
one form of a complex number to the other:
Ima +form:
b -Rectangular
bi z = a + bi

r
|a
a
10-11
plus
homework
time

b
sin = which rearranges b=rsin
r
a
cos= whichRe
rearranges a=rcos
r

Polar form: z = rcos + isin or more simply z = rcis

Multiplication

Ex 32.1
Ex 32.2
Ex 32.3
Ex 32.4

r1cis 1 r2 cis 2 r1 r2 cis (1 2 )

r1cis1
r
1 cis 1 2
r2 cis 2 r2

Division
De Moivres Theorem (rcis)n = rn cis(n)

MERIT+
12
plus
homework
time

To find complex roots of real and complex numbers, i.e. To solve zn = C

Zn has n roots.
Use DeMoivres Theorem to re-write zn, showing the modulus and argument.
Equate moduli: rn = |C| and solve for r. All roots will have modulus r.
Equate arguments: n = arg(C) and solve for .
Find one value of the angle . This the starting angle.
Each of the other n roots will have a different argument (angle).
These n angles are equally spaced around the origin of the Argand diagram.

MERIT+
13
plus
homework
time

This standard is externally assessed in November.

Extra techniques that may be useful @ Excellence level

Polar form
arithmetic
Read pages
55 56 & 59
Follow any
worked examples
and do questions
#288 - 305

Complex roots
using De Moivres
Theorem
Read page 61
Follow any
worked examples
and do questions
#306 325

2
The angular space between the roots, is n

Loci in the complex plane

To find the locus (path) of a complex number z in the Argand Plane, that is subject to some
given condition:
1 Form an equation with z and the given information.
2 Rewrite the equation with z in its real-imaginary form: x + yi
3 Try to get an equation in x and y, without surds and without modulus symbols.
4 Rearrange the equation into something recognisable.
5 If it looks like:
y = mx + c the locus is a straight line
y = ax2 + bx + c or y2 = ax - the locus is a parabola
x2 + y2 = r2 - it is a circle with radius r and centre (0,0)
etc
The formula sheet gives other possible curve equations

Polar form
Read pages
49, 51 - 52
Follow any
worked examples
and do questions
#263 288

Ex 3.1
Ex 3.2
Ex 3.3
Ex 3.4
Ex 3.5
Ex 3.6

Complex roots
using De Moivres
Theorem
Read pages
65 - 66
Follow any
worked examples
and do questions
#326 338

KKHS Mathematics with Calculus Programme

Proofs - setting out
To prove: one side of statement is equal to the other side:
Left-hand side (LHS) = copy it down
= ............simplify / rearrange / etc
= ............trying to get exactly the expression that was on the other (RHS) side
= (RHS) the right-hand side
To find the formula for a Locus (pathway)
Form an equation by using two different expressions for the same pathway(locus)
i.e. one expression = another expression
Use algebra to simplify and rearrange the equation.
The geometry of the context is an indication of what to expect: a straight line or some sort of recognisable curve.
See the Delta textbook appendix for more proofs.

page 5